What have we learned? What shall we do with it?
Choose one or more of the following prompts to compose a thoughtful (final) blog post:
- What are the main three to five takeaways from this course? Distill it, in other words, down to a few simple statements.
- What do you still wonder about writing?
- How will you likely use writing in the future? In academics (undergrad and grad)? In your field?
For those of you who were not with us this morning, note these things:
- No class tomorrow (7/30)
- Instead, I will be lengthening office hours from 8 AM to 11 AM. I am not requiring you to meet with me about your MA4 drafts, but I am giving you that option.
- The reading due tomorrow (“Ten Ways to Think About Writing”) is now optional. It still will probably help you with MA4, but I will leave that up to your discretion.
That’s all! See you Thursday.
The reading for Monday, July 28th can be found here.
How do the concepts of distribution and circulation apply to your MA3 project? What about templates, their affordances and constraints?
Choose one or more of the following prompts to write a thoughtful blog post:
- How will your genres be distributed? What kinds of things do you need to think about? SEO? Tagging? Content aggregators? Hashtags? QR codes? Discuss some distribution technologies that would be appropriate for your genre(s).
- How could you envision your texts circulating after they are distributed? Is there any way to plan for this?
- Do you plan to use a template for any of your genres? If so, what is the template? What are its affordances and constraints? Does it enhance or challenge your agency as a composer?
- What is your metaphor for template use? One of Fajorjord’s (collaboration, platform, mould, frame), or another? Why?
Anders Fajorjord’s Prescripts, Authoring with Templates
Anders Fajorjord writes:
As schools begin to teach the skills of digital literacy, computers with easy-to-use authoring software become a new electronic “writing pad” for projected presentations, homepages, weblogs, or digital audio and video. These writing pads don’t have blank sheets, however. The user begins his or her creation with a template.
A template is a piece that is already partly made: it has a selected visual (or aural) style, a hierarchy, and has blank fields for the necessary parts of the piece that the user must remember to create.
Any writing technology will have an impact on the texts authors create with it. Stone tablets require a slower writing process and shorter texts than ink on paper, and telegraphy requires special training. Authors and writers will often notice how their writing varies with different tools, and those who remember writing books with fountain pens or typerwriters will tell us that it was a different experience than using a modern word processor.
But, as I will examine later, it is difficult to find a previous technology where the author fills in open slots in a pre-written text. Templates imply a somewhat new form of writing, with somewhat different influences on the writing process.
For the exercise, as a group, do the following:
- Start a post on the assigned platform called “Templates and Agency.”
- Past the above text into the post.
- Format the block quote as such.
- Insert two relevant images. Left align both, with text flowing around.
- Tag the post “templates” and “writing.”
- Change the font from the default.
Here are some tools you can use for Major Assignment 3. Have others? Comment!
Canva (Online graphic design, kind of like Microsoft Publisher, but nicer)
Pixlr (Online Photoshop Lite)
GIMP (Open-Source Photoshop alternative; requires download)
Inkscape (Open-Source Illustrator alternative; requires download)
Scribus (Open-Source InDesign alternative; requires download)
Wix (Online web design, no coding required)
Weebly (Online web design, no coding required)
Kompozer (Open-Source Dreamweaver alternative; requires download)
Audacity (Open-Source sound editor and recorder; requires download)
Soundcloud (Online audio hosting for podcasts, etc)
Magisto (Online video editor)
WeVideo (Online video editor)
What is genre? How does it relate to rhetoric and writing?
Choose one or more of the following prompts for a thoughtful blog post:
- Choose a genre you deal with regularly and analyze it. Who is the audience? What are the audience expectations/constraints? How does the genre relate to other genres and subgenres? Give examples.
- Find an example of a “genre bender” (something that straddles more than one genre, is difficult to classify). How does it play with genre expectations? What does it hope to accomplish with audiences?
- Research a genre you plan to use in MA3 (this can be planning for your project). What are its conventions? What is it trying to do? Who is usually the audience? How do you know?
Here is a sample MLA paper. We will be looking at it in class Tuesday (7/15).
And here is the PowerPoint presentation: MLA Citation
What is knowledge? What is belief? Is there a difference? How do rhetoric and writing contribute to knowledge?
Choose one or more of the following prompts for a thoughtful post:
- Think of a time when you or someone you know found new information (research) that challenged an existing belief. What happened? Reflect: what meaning can you make of these events?
- Is knowledge constructed or discovered? In other words, does rhetorical exchange create new knowledge in the world, or simply point to phenomena that already exist? What about new inventions, new technology–how do they relate to these questions?
- How does your future field use research to build knowledge? What journals, websites, newsletters, or other sources do current professionals read?
- Create something that helps an audience understand your views about knowledge: a story or parable, an image, a sound clip, a video, etc. Explain if necessary.
Here’s the link to the site that shows examples of successful and unsuccessful paraphrases. You can also consult Purdue OWL or your McGraw-Hill Handbook for other help with summarizing, paraphrasing, quoting.